AN INQUIRY INTO THE VALUE OF

A STAFF DEVELOPMENT PROGRAM IN THE SECONDARY SCHOOL SYSTEM

A Thesis

Presented to

the Division of Education

The Kansas State Teachers College of Emporia

In Partial FUlfillment

of the Requirements for the Depree

Master of Science

by

Norman Hanson

May 1910

i1

for the Major Department

~<t~ ~ / ~,---Approved ror the Graduate Council

J. 297892 .

TABLE OF CONTENTS

CHAPTER PAGE

I. THE PROBLEM AND DEFINITIONS OF TERMS USED ••• I

The Problem • • • • • • • • • • • • • • • • • 2

Statement of the problem ••••••••• 2

Objective of the study •••••••••• 2

Importance of the study •• • • • • • • •• 3

Scope or the study •••••••••••• 4

Definitions of Terms Used ••• • •••••• 5

Stafr or staff personnel ••••••••• 5

Staff development • • • • • • • • • • • • • 5

Stafr development plan •••••••••• 5

Procedures and Or~nization of the Study • • • 6

Collection of the data •••••••••• 6

Organi zation or the study •• • • • • • • • 8

II. REVIEW OF THE LITERATURE •••••••• ••• 9

Stafr Development in Industry • • • • • • • • 10

Staff Development 1n Government ••••• • • 11

Stafr Development in Education ••••••• 22

Sununary •••••••••••••••••• 29

III. THE ORGANIZATION AND ADMINISTRATION OF A STAFF

DEVELOPMENT PROGRAM • • • • • • • • • • • • • 30

Establishing Stafr Development Program

Objectives •••••••••••••••• 31

iv

CHAPTER PAGE

Determining Staff Development Program

Needs ••••••••••••••••• 34

Administering the Staff Development

Meeting Staff Development Program Needs •• 39

Program • • • • • • • • • • • • • • • •• 50

Evaluatin~ the Staff Development Program •• 54

SuDlDl8.ry •• • • • • • • • • • • • • • • •• 59

IV. VALUE ASSESSMENT OF THE STAFF DEVELOPMENT PROGRAM

TO THE SECONDARY SCHOOL SYSTat ••••••• 60

V. SUMr-1ARY' AND CONCLUSIONS ••• • • • • • • • •• 68

Summary • • • • • • • • • • • • • • • • • •• 68

Conclusions ••••• • • • • • • • • • • •• 70

BIBLIOGRAPHY •••••••••••••••••••• 73

APPENDIX •••••••••••••••••••••• 77

CHAPTER I

THE PROBLEM ANT' DEFINITIONS OF TEm~s USED

The importance of the human element to the success of

an educational prolZrHm has Ionpo' been reco~ized, according

to United States Office of Education officials. Educational

systems are vitally dependent upon the daily performance of

their personnel. Just as schools are beinp' closely examined

by the public today, these officials believe that schools,

themselves, should examine the performance of their staff

personnel to determine their competence and what is needed

to improve it. 1

A top administrator in the school system of our nation's

IBr~est city stresses the essentiality of examininR staff

personnel performance when he savs that, "I know of no

government or private activity in which the justification

for extensive staff develooment is ~reater (than in the public

schools). He aoes on to point out that staff development

pro~rams should ran~e from the executive level (principals

and higher), through the middle management level, the

IJames p. Steffensen, Staff Personnel AdminIstration, Office of Education, United states Department Of Health, Education, and Welfare, Bulletin 1963 (Washin~ton: Government PrintIn~ Office, 1963), p. IIi.

2

journeyman level, and the be~inning teacher entrance level. 2

This studY examines the area of staff develooment for

secondary schools. It also o~oooses an outline of a

specific staff development pro~ram that can serve as a

prototype proprem for a secondary school system.

I. THE PROBLEM

Statement of ~ problem. Could the organization and

administration of a staff develooment pro~ram in the

secondary school system be of value to successful school

administration?

Objective of ~ study. It was the purpose of this

study to expmine the staff development function as it is

currently organized and ndministered in industry, ~overnment,

and education to deteJ"mine if such a function has a role or

a potential role in the successful administration of the

secondary school system. It was further the objective of

this study to propose a hasic program of staff development

for use in the secondery school system. This oroposed

pro~ram would be based on examples gleaned from research

and modified as deemed necessary for application to school

administration to Serve as a model for use in secondary

2Theodore H. LanRe, "l'merpoing Role of the Public Sehool Administrator," Public Personnel Review, 10:219, October, 1969.

3

school systems.

Imoortance £! the study. American education is fBcin~

many challen~es today. One of the more important challenges,

accordin~ to the Uniterl States Office of Education, is that

concerned with the personnel that staff the schools of this

nation. Not only does the challen~e exist to recruit

sufficient teachers of hirh quality, u further challen~e

exists to p~ovide them with the conditions under which they

can accept and assume the leadership so essential to the

success of the schools. This acceptance and assumption of

educational leadership is necessary for continued and

improved educational development of American youth.)

It is not enoug,h to su~~est that quality standards

should be defined and that recruitinp, of new teachers be

~ided by these definitions. This involves a lon~er ran~e

program of plenning. Rather, it is most important to

examine the utilization of those resources now available

and plan to improve their performance and develop their

leadership potential.

One author ooints out in supoort of this contention

that the total quality of education is stron~ly influenced

by experiences teachers have after entering the profession.

He ~oes on to say that it is increasin~ly important for

3Steffensen, loc. cit.

4

teachers tOl-7.row on the job because of the inc rea se of new

teaching practices. Thus the utilization of the resources

now availahle must be examined and plans made to improve

their oerformance and develop their leadership potential. 4

The importance of this study then, relates to the

examination of the nature of staff development and the

procosal of a orop:ram to improve the perforn. ltGe ~.,- ,-1

develop the leadership of our current resourc~s.

Scope of ~ study. This study is limited to an

investigation of the nature of staff develooment as

opposed to the broader area of school personnel rnan~ement

encompassin~ such additional functions as recruiting, wage

and salary administration, emplovee ri~hts and benefits,

and employee-man8~ement coooeration. The study focuses on

the ob jective of the p rofessi onal teacher develooinp' hi s

knowled~e and skill to the maximum and providing the workin~

position where he is able to make his greatest contribution

to the educational pro~ram.

SUbject areas to be investi~ated include establishing

the objectives of a staff development prouram, determining

needs and sugpoestinp: means to meet the needs of sue h e

program, administerinv the program, and evaluptin~ the

4RaymOnd H. Harrison, SuperviSo~ Leadership in Education (New York: American Book Company, 19 ), p. 166.

5 oropram to assess its success.

Information is presented based on rAsearch in the

field of staff development as described in current literature

on the topic and on the experience of the author rrained from

actual work in the field in both industry and government.

II. D~FINITIONS OF TE~MS USED

Staff 2£ staff personnel. Teachers, supervisors, and

administrators are considered the staff or as staff

personnel of the secondary school for the purposes of this

study.

Staff development. A desi~ and a strate~ for

stimulatin~ and ~iding the ~rowth of indiviruals throuah­

out their educational service to build and utilize their

hi~hest competence for the purposes of the secondary school

system. In-service education, in-service trainin~, on-the­

job traininp, and professional ~rowth are other terms in

the literature used frequently to describe continuing

education and develooment of professional school personnel.

Staff develOPment plan. A plan de8i~ned to increase

a staff member's value to the school and to himself. An

adequate plan usually will cover a period of years and will

reflect the school administration's confidence in the staff

member's potential for assuming ~reater responsibility in

6

his present and future assignments. All staff members will

be elipible to oarticioate orovided they have demonstrated

potential for ~rowth an~ their ~rowth needs are consistent

with Bchool program needs and funds.

III. Pl10CRDURES AND ORGANIZATION OF THE STTJTY

Collection of the..2.ili. Data for the study waB

collecte~ from research in the libraries of the National

EducRtion Association, the Office of Education of the

Department of Health, Education, and Welfare, the Uni ted

States Civil Service Comndssion, and the Library of Conpress,

all located in Washin~ton, D. C. PUblications of the

Government Printing OfN ce, The Society for t:>ersonnel

Administration, The American Society for Public Administra­

tion, The Society for Public Personnel Administration, and

the American ManapePlent Hssociation were examined for

information on the policies and procedures of staff

development, particularly those established in industry

and P'overnment.

The author has been directly involved in oroFrame of

staff development, career development, executive development,

employee trainin~, supervisory and managerial traininp, and

education for a period of sixteen years (1953·1969). Much

of the material in this thesis is the result of this

experience and the thesis, itself, was Motivated by his

1

interest in seconcfiry school education and the question

whether staff development or career develooment as a orojZram

concept was or could be utilized in the secondary school

systeM. Many of his associates in industry, the military,

and government in this sixteen-year oeriod have been former

secondAry school teachers and their reasons for leavin~ the

teachinp orofesslon have centerpd on the lack of promotional

opportunity -- not in terms of salory or location -- but in

terms of lack of opportunity for su~erv1sory or administra­

tive pro~ression through a planned prop-ram of develooment.

These comments indicate a need for such a pr~rBm so that a

teacher CAn progress to positions of supervisor and

administrator. The staff development pro~ram as discussed

in this thesis is one that, in the ooinion of the author

and based on his experience, could provide the basis and

framework for a successful staff development nro~ram in the

secondary school. The format of establishing objectives,

determining needs, meetin~ those needs, administerin~ the

propram, and, finally, evaluating the Pro~ram is a format

common to most staff development programs and one around

which the author has structured several such development

programs for which he hus been responsible. Little reference

is made to flny specific resources because the author is using

his experience to oropose the program of staff develooment

that is discussed.

8

Orp'snization of ~ study. 'l'he study is divided into

fi va chanters. The first ch aoter is an introducti on that

identifies the ~roblem of the study, defines pertinent

te~ns, and describes the collection of the data for the

study. The second chapter is a review of the literature

examined pertinent to nrograms of staff development and

their rp'lationshio to oersonnel administration of

organizations. Chapter III discusses the or~nization and

administration of a staff development pro~rarn. Chapter IV

assesses the ootential value of such a pro~ram to the

secondRry school. The final chaoter contains the summary

and conclusions of the study.

CHAPTER II

REVIEW OF THE LITERATUHE

The resources necessary for initiating gnd maintaining

an effective pro~ram of stFff development are many and

vrried, accordin~ to the American Associtition of School

Administrators. They include such factors as a positive

and pro~ressive attitude on the part of the people

involved, a climate of mutual respect and confidence

between those who receive development and those who provide

it, well planned policies developed and clearly stated by

the sponsoring institution, and a plan of action. Financial

resources and many hours of careful work by skilled people

are involved. l

This chapter will explore some of the phases of staff

development as discussed in the literature of personnel

mana~ement. The areas of industry, government, and

education will be examined separately to determine if there

are si~nificant differences or similarities in the

application of principles and procedures to the planned

~rowth of the work force.

lAmerican Association of School Administrators, Inservice Educption for School Administration (Washin~ton:

American Association-of SC'hOol Administrators, 1963), p. 173.

10

I. STAFF DEVELOPMENT IN INDU,3TRY

"No rnodern business can continue to be successful,"

according to Elton T. Reeves, "without planned attention

to the p"rowth and oeve1opment of its manaf!eria1 staff.,,2

Chruden and Sherman stress thpt one of the most important

company assets is its personnel. Their point is that the

advanta~e which enables some industrial firms to expand

more quickly than others is not always financial capital

but rather, sufficient numbers of qualified oersonne1 at

all levels, particularly at the supervisory levels. The

availability of such personnel in many instances has been

due to the attention paid to the deve100ment of these

personnel. Development programs in certain respects mip:ht

be compared to the "farm systems" of the rna jor 1eaP'Ue

baseball teams. 3

Another author poes so far as to say that no company

can ipnore the educational and training needs of its

employees for lon~ without seriously inhibitin~ their

performance. In fact, employees often expect and demand

2E1ton T. Reeves, Management Development for the Line Manaler (New York: The American Mana~ement AssocIation, Inc., 1969 , P. 11.

3Herbert J. Chruden and Arthur W. Sherman, Jr., Personnel Management (Cincinnati: South-We~tern Pub1ishin~ Company, 1968), p. 166.

11

developmental opportunities. 4

Increasinp the skill of preRent and future man8~ers is

one of·the greatest challen~es facing innustrial management

today, accordin~ to Koontz and O'Donnell. 5 Companies

havinp formal staff development programs, however, have

increased rapidly in numbers since World War II. A 1946

study conducted by the National Industrial Conference Board

found that a little more than five per cent of the number

of firms surveyed had some type of a staff development

propram. In a study conducted ei~ht years later, nearly

6one third of the firms that responded had such programs.

A more recent study by the same organization involvin~

one hundred sixty seven companies indicated that the

majority of the companies with more than one thousand

employees are engaged in management development activities.

Smaller companies also have developmental pro~rams but they

were less formal in nature. The study concludes that there

is every reason to assume that the ~rowth of such

4Dalton E. McFarland, Personnel Management: The0E! and Practice (New York: The MacMillan Company, 1968), p. 291.

5Harold Koontz and Cyril O'Donnell, Manap-'ement: A Book 2! Readlng,s (New York: McGraw-Hill, Inc., 1968), p. 338:--­

6American Manspement Association, Management E;ducatlon for Itself and Its Employees (New York: AmeriCAn Mana~ment

Association;-I954T, PP. 1-5.

12

developmental prop-rams is continuinF. 7

A comparison of the results of these studies indicates

the increased emohasis on staff development pro~rame in

industry to meet the ~rowing needs for greater numbers of

better qualified personnel. These staff needs are caused by

the expansion that the companies have experienced as well as

by the technolo~ical pro~ress that has created proportion­

ately Rreater numbers of positions, oarticularly in the

technical and staff areaS of the companies.

The recency of the idea of planned systematic

development of managerial capabilities is emphasized by

McFarlnnd. He cites that m8na~ement develooment pro~rams

date back only about forty years with most of the techniques

now in wide use bein~ less than twenty years old.8

The primary objective of most formal staff development

programs, accordin~ to Scott, Clothier, and Spriepel, 1s to

help staff members oerform their duties more effectively and

to keep pace with chan~es that occur within their posit1ons.

Another objective is that of he1p1n~ staff members preoare

and qualify themselves for more important jobs into which

7Deve1oping Managerial Competence: Changing Conce~ts ­Emerying Practices (Studies 1n Personnel Policy No. 18 • New ork: National Industrial Conference Board, 1964>, p. 129.

8McFarland, 22- £!l., p. 313.

13

they can be nromoted. 9 Some companies, however, take

particular care not to permit this latter objective to

overshadow the fact that primary emphasis must be vlaced unon

helpin~ each individual to achieve the best performance

possible in his eXisting job. Thus, while it is very

important that personnel prepare themselves for advancement,

this fact should not encoura~e them either to ne~lect or to

become dissatisfied or impatient with their current

positions.

To accomplish':tthese ob jectives. a prop-ram must provide

for the development needs of each individual in terms of

the specific requirements of his job. These provisions

for individual develooment, furthermore, should ~ive

individuals both the encoura~ement and the opoortunities

throuP'h which they may develop themselves within an

or~anization. To do this, a staff development pro~raM

should provide for mlch areas as analysis of prop'ram

requirements, inventory of current manoower, determination

of individual development needs, appraisal of pro~re8S and

lOcontinual evaluation of the program.

9Walter D. Scott, Robert C. Clothier, and William R. Sprie~el, Personnel Mana~ement (New York: McGraw-Hill Book Company, Inc., 1961), pp. 307-08.

10John R.Suman, Growing A Good Executive Crog (New York: Standard Oil Company, 196~pp. 8-18.

14

Most company staff development programs, as pointed out

by McGehee and Thayer, utilize a number of activities in

providing an opnortunity for employees to improve their

performance. 11 Development needs of employees as determined

by the requirements ofthelr present and future pos itions

and their personal qualifications and desires tend to vary

a preat deal. Development activities, as a result, may be

~rouped in two classes: those that occur on the job and

those that occur orf the job.

Pfiffner and Fels discuss several common industrial

on the job development activ1ties. 12 These include

coaching by the individual supervisor, job rotation to pain

work experience in a variety of positions, understudy

positions to learn as much as possible about the superior's

job and the techniques involved in handlin~ it, and lateral

promotions in which the employee is a~vanced to a job in

another department rather than to one that is immediately

above him in the same department or in the same line of

authority.

&lucius believes that "most executive development is

llWilliam McGehee and Paul W. Thayer, Training in Business and Indust~ (New York: John Wiley & Sons, Inc.,1964), pp:-l84-8S.

l2 JOhn M Pfiffner and Marshall Fels, ~ Supervision of Personnel (EnFlewood Cliffs, New Jersey: Prentice-Hall,me., 1964J, pp. 226-32.

15

accomplished on the job. The train~e learns the job under

fire. He can size up his subordinates, and in turn be

appraised by them withru t artificial SU?port or backin~."I)

Another source ldenti fi('~3 Rcv,·'~·nl techniques used by

companies for on the job development. These include

confp,rences, demonstrations, exhibits, guided tours,

individual coachin~, lectures, panel discussions, role

plByin~, work projects, and written exercises. 14

While on the job experiences constitute the most

important phase of staff development, other forms of

development a~e v8luable supplements to such development • .

Drucker emphasizes.1n relation to this point, that self

development is central to the development of the organiza­

tion. He poes on to state that as "executives work toward

becoming effective, they raise the nerformance level of the

whole orp;anization.,,15 These other forms of deve100ment

are usually te~ed off the job activities and can help

to increase the employee's knowled~e, to broaden his outlook,

and to influence his attitudes. These activities may be

l)Michael J. JuCiU8, Personnel Management (Homewood, Illinois: Richard D. Irwin, Inc., 1967), p. 2~1.

14Dun and Bradstreet, Inc., Managing Your Manpower (The Dun and Bradstreet Business Series No. 4. ~ York: Dun and Bradstreet, Inc., 1967), pp. 115-16.

15peter F. Drucker, The Effective Executive (New York: Harper & Row, 1967), p. 170.

16

provided on an individual or ~rouo basis and either during

or after normal workin~ hours. Such activities, which are

not a part of the normal job duties, may involve either

formal or informal 1earnin~ situations and include company

traininp courses to teach special skills, committee assign­

ments to study major company problems, educational and

professional or~anization memberships, and professional

readinp..

A staff development proRram involves the use of a

number of devP-10omenta1 types of activities and the

participation of many different departments and individuals.

Because of this involvement, Scott, C10thinI',Bnd Spriep:e1

cite the need to estab1i9h a coordination point to monitor

prop.ram progress, to determine the role of the personnel

department in the comoany program, to promote the program

and overcome resistance to it, and to determine the

16effectiveness of the program.

In summary, a formel starr deve100ment prop:ram should

never be a substitute for the initiative and resDonsibility

that an individual should assume for his own development.

As McGregor points out, "the individual must develop himself,

and he will do so optimally only in terms of what he sees as

16Scott, Clothier, and SprieFe1, ~. £!i., pp. 309-10.

17

meaningful and valuable.,,17 Such a p:rogram can, however,

help to insure that such development will be accomplished

systematically. A forma.l prol2:ram can also aid in insuring

that employees with potential are not overlooked or

forgotten. Thus, the trend among industrial organizations

to establish formal sta.ff development programs reflects

the prowin~ realization of the importance of these pro~rams

In developing employees to meet current and future

requirements.

Kuriloff sums up the situation when he cites that

"it is the behavior of men that determine the efrectiveness

of the organization." By ~iving its members the chence to

prow, develop abilities, and emnloy talents, the organiza­

tion serves its own purpose and that or society. The

operation or the enterprise is improved by the growth or

its people. 18

II. STAFF DEVELOPMENT IN GOVERNMENT

The Committee for Improvmnent or Manavement in

Government reports that comparatively little attention has

been given to developing manap-erial manpower in the rederal

I7Douglas McGregor, ~ Human ~ or Enterp:rise (New York: McGraw-Hill Book Company, Inc., 1960), p. 191.

l8Arthur H. Kuriloff, Reality 1n Management (New York: McGraw-Hill Book Company, Inc., 196bT, n. 242.

18

~overnment. The Government Emnloyees Training Act nassed

by Con~ress in 1958 was the first specific au~orization of

exoenditures for executive trainin~ by all a~encies. Even

though expansion has occurred, the Committee believ~s that

most federal development oro~rams still do not compare well

with the best in industry. Some exceptions, however, such

as officer development proFrams in the military do exist. 19

The Training Act, thou~h, has had imoact on federal

a~encies. It has:

1. Required federal a~encies to review their training

and develooment needs.

2. Stimulated increased interagency trainin~

cooperation.

3. Increased ~overnment use of non-federal training

ooportunltles.

4. Created greater top mana~ement interest in

tralnin~ and development.

5. Inspired the ~rowth of executive development

20proprams.

19Committee for Improvement of Mana~ement in Governmen\, Improving Executive Mana~ement in !h! Federal Government (Washington: Committee for Improvement of Mana~ement in Government, 1964), pp. 35-36. .

20Presidential Task Force on Career Advancement, Self

and Service Enrichment throu~h Federal Training (Wa8hln~ton: Government Prlntin~ Office, 1967), Pp. 526-563. .

19

A recent survey reveals that civil service employees

have the same motivations as their industrial counteroarts.

The conclusion of the survey 1s that organizations should

seek a work climate which permits and encourages emoloyees

to use their maximum abilities on the job. Emoloyees have

little choice but to turn away from their work if they

have no opnortunity for creativity, promotion, or

accomplishment. 21

The Presidential Task Force on Career Advancement in

studying development for administration stresses that study

alone will not make a orofessional an able m8na~er.

Potential and study must be combined, oractice and principles

joined, and ~idance received from a reliable competent

22source.

Both of these sources are indicating the need for a

staff development ~ro~ram -- one that provides the

motivation and climate for creativity and accomolishment

and provides the framework whereby study and practice join

to achieve employee ~rowth.

Staff development oro~rams from two of the largest

government agencies are discussed to exemplify what is being

2lLance W. Seberhap:en, "What Motivates Civil Service Employees?" Public Personnel "ReVIew, XXXI (January, 1910), 48-50.

22presidential Task Force on Career Advancement, Investment for Tomorrow (Washinpton: U. S. Civil Service Commission, 1961), p. 24.

20

done to Drovide ~rowth opportunities.

rEhe Deoartment of Health, Education, and ~-Jelfare states

that "Staff Df>velopment is a process which affects ever...,

asoect of the apency' s work. ,,23 Further, it involves "all

educational and in-service prollrams which help the Derson

to learn to do a better job in providin~ service to

peoole. ,,24 Training and d~velooment of emolo...,ees, accord­

inR to the Deoartment, is an integral part of the

mana/ler's jOb. 25 Developing subordinates, enablin~ them

to do the best work they are caoable of, deoends on the

way the whole job of supervision end management is

accomplished in the organization.

A basic tool for staff develooment in use by the

Department is the traininp: orocedure which provides a

10(7ical and orderly way of settinl': un a traininR; and

develo~ment oro~ram for each emoloyee tailored to meet the

employee's needs. This includes evaluation of the current

job and the emplove€l's a'bill ty to do tha t job as well as an

23MarRaret M. Heyman, Criteria and Guidelines for the Evaluation of In-Service Training (Washington: Governmenr-Printing Orf1ce, lQ67), p. 2. .

24united States Department of Health, Education, and Welfare, Staff Development in Public Welfare Agencies (Washington: Government Pr~in~ Office, 1963), p. 4.

25United States Department of Health, Education, and Welfare, Staff Development (Washinlltan: Government Prlntin~ Office, 19541, po. L-~.· .

21

appraisal of how the emplovee can be~t be ~eveloped for new

and preater responsibilities. Job Instrl(~lon is another

tool of staff develooment. This is aimed at improvinF

performance on the job accomoanied by assessment of

potential achievement in the same field of work. Staff

meetin~s are a third tool of staff development. Two major

purposes are established for staff meetings: to give

instructions or poive and exohanr'e in.forn;;tion, and to

permit the R;roup to consider COImlon problems.

The Deoartment of the Army has established a well

organized olan .for developin~ staff competence. 26 The

plan involves placement of responsibility on executives

and managers at all levels to insure their own competence

in technical and mana~erial skills and their responsi~ility

to assure that their subordinates are provided

opportunities to develop ,to the fUllest extent consistent

with their potentials. To accomolish this prop,ram of staff

development, there is first a determination of What is

needed to orovide for current and future staff needs and

second an identification of how the incumbents are

currently performing. A total plan of staff development

is prepared .from the data accumulated. Some of the methods

26Department of the Army, Trainin~ and Development £! Executives and Managers (Pamphlet No. 90-20. Washlnpton: Government PrintinF O.ffice, 1964>, QD. 1-18.

22

cited for staff development include soacia1 assipnments and

counseling, participation in research team approaches,

attending management conferences and seminars, and group

training which includes case discussion and role p1ayinR.

Implicit in all government agency staff deve1o~ment

pro~rams is the ahilosoohy that to insure a future supo1y

of comoetent staff oersonne1 and managers, there must be

continuous olannin~ at all levels. The objective of this

planning is to stimulate growth in the abilities of

personnel now employed in manaperia1 and staff positions or

showing ootentia1 for such ooaitiona. One source, however,

cites the need for more thorough analysis and clearer

identification of its goals by the federal ~overnment In

its support and oromotion of employee training and

education. The awna source indicates a need for more

aggressive encouragement by the federal government for

27employee self deve1ooment.

III. STAFF DEVELOPMENT IN EDUCATION

One study of staff development in school administration

indicates that such programs aPoear to be of three ~enera1

27Presidentia1 Task Force on Career Advancement, Self and Service Enrichment through Federal Training (Washington: Government Printing Office, 1967), P. 88.

23

types. 28 The first is a Dro~ram that is involved in

fOll'lillarlzln~r the staft' wi th a new acti vi ty wi thin the

or~anlzation. Such items as chanaes in testing, in class

grouoin~s, in renorting to aarents, for example, would be

tyoical. It is accomo1ished primarily through an ad hoc

committee.

The second tyne of deve100ment oro~ram is that

individualized to particular staff members. It is based on

appraisal of performance, traininp, and exnerience in the

current position. The method is essentially remedial in

that the objective is correction of incomo1ete or inadequate

preservice training.

Certain new chan~es and knowled~e in instructional

methods and content, in learning theory, in materials and

equipment, and other develooments that have implications

for the entire school staff have created concerns which

~enera11y are quite unrelated to the oresent quality of staff

performance or of orevious traininR. This third area of

staff development is of particular significance because it

has resulted in a preater emnhasis upon development programs

directed at teacher ~erformance.

Provision for staff deve100ment pro~rams in each of the

28James P. Steffensen, Staff Personnel Administration, Office of Education, United States Department of Health, Education, and Welfare, Bulletin 1963 (Washington: Government Printin~ Office, 1963), pO. 35-36.

24

above areas Renerally rests with the local school district.

The pro~ram of development may be accom~lished through use

of the internal school staff, through coooerative arranpe­

ments with a university, or throu~h the regular or

extramural weekend. evening, and summer educational

programs.

Staff development pro~rams in education Dose somewhat

of a different problem than those for a ~overnment or

private busin~ss or~anization.29 Perhaps the primary

reason for this is that most of the personnel concerned

within education are operatinp, with similar position

descriptions and with little differentiation in terms of

additional responsibilities. Such additional qualifications

as a p.raduate degree and experience usually are recognized

only in terms of increased salary and not in the terms of

qualifications permittinp, the employee to be assi~ned to a

different position. particularly one with increased

responsibility. There is a general absence of the

manaperial or supervisory type of development pro~ram so

closely identified with industrial and povernment

organizations.

The result 1s that the teacher's development revolves

around increased oroficiency in the subject area and not

29I2!£., o. 37.

25

around the development for increased resoonsibility and

mana~erial growth. This has caused much horizontal Dnd

Feographical mobility directed toward salary advancement.

A recent research study, however, is encoura~in~ in that

tbere is e, nsi derabl e evidence that emohasi s in school

or..:;mot10n oolicies is shifting from selecting administrators

to dev910pin~ administrators. 30

Staff develooment pro~rams in education take a variety

of forms, both in principle and procedure. 31 Such

activities as curriculum development committees, practicums

for new teachers, visitation days, sumner university

sessions, suuervision, research projects, conventions,

extended contracts for summer employment, extended leaves

of absence for study or travel, and classes for teachers

conducted by the local staff or by a nearby university

reoresent attempts at staff development. One research study

ci tes "the recognition of teaching as a true profes si on

means that teachers must police their ranks to get rid of

incompetency" with the result that hip-her standards are

30Developing Administrative Leadership (Educational Research Servioe Circular No. 6. Washin~tons American Association of School Administrators and Research Division, National Education Association, 1968), 00. 1-4.

31 National Education Association, Association for

Supervision and CurriculUM Development, Leadership for Improving Instruction (Yearbook 1960. Washington: National Education Association, 1960), PP. 127-158.

26

beln~ established for the teaehlnp, profession. Staff

deve100ment programs can help aehi eve these hi,:rher

standards. 32

Another study of staff deve100ment urograms indicates

an Imoression of widely snread interest resulting in a

grc9t :ranpe and variety of 1')ro~raJns.33 A major concern of

the stvdy, however, is that staff develooment urograms have

arisen in reSDonse to an immediate interest and a feeling

that anything which can be done is better than nothing. No

continuous thread of puroose appears to run through the

multiplicity of staff develooment activities in an area.

Trial and error attacks rather than a olanned and or~anized

program movinp toward established ~oals characterize the

programs. These pro~rams have activities in four ~eneral

categories. There is much participation in meetings,

conferences. and workshops held outside local school

diAtricts which are sponsored by universities, professional

associations, and state educational a~encies. Such

oarticipation, however, is reco~ized by one research study

32Evaluating Teachin~ Performance (Educational Research Service Circular No. 3. ~ashin~ton: American Association of School Administrators and Research Division, National Education Association, 1969), po. 1-6.

33American Association of School Administrators, Inservice Education far School Administrators (Washin~ton: American Associatlon-of School Administrators, 1963), pn. 103-05.

27

and recommended as nroviding inservioe training as well as

professional ~rowth.34 Many administrators and staff

members are enrolled in c~edit courses on the camnuses of

institutions of higher education o~ at extension centers

within driving distance of the local school system.

Con9ultative 8e~vioes are increasin~ly bein~ utilized by

local ~chool districts to eVRluate educational ~roblems and

recommend possible solutions instead of usin~ the resouroes

of staff develooment to seek solutions to these problems. A

growing number of inservice publications are available to

provide professional readinp- in educational specialties.

Examination of the staff development programs

described in educational literature indicates that only a

small number of school systems are bein~ reached with

worthwhile programs and it is usua ll7f the stron~er school

systems that are served best. The problem apoears to be

how to interest administrators and boards of education to

seek helo and to use the help that is available. Without

awareness of the needs that exist in their schools and

wi thout a desi re to do somethlnF better than is currently

bein~ done to ?rovide a better educational orogram, there

34Attendance at Professional Conferences ~ Conventions (Educational Research Service Circular No.6. Washington: American Association of School Administrators and Research DiVision, National Education Association, 1969), p. 1.

28

is no mati vatton to move toward imDl~ovement and no I'eason to

be concerned about staff development.

Yet there is a need to be concerned. One source, in

01 SCl' ss1n P' the f."uture implicfJ. tions for c I1reer development,

states that the nosltion of "Assistant Superintendent for

Develo~ment and Training will cap off the oyramid of such

positions in the central orfice of the school system."35

The same source points out career development programs will

be involved in producing new kinds of education snecialists

with reasonable knowled~e and demonstrated skill in

curriculum theory-practice, nersonne! management, organiza­

tiona1 nlrnn1n£", educational research, and the p:overnance

of schools.

Another source indicates that the "uniqueness of school

administration, as compared ltd th the executive functions in

other oT'~an~. zations, is its primary emphasis on teachinp:

and lee.rnin~.1t The hirhest value of administrative

decisions in schools involves the facilitation of learning

of students. 36 Staff development then, can aid the creation

35Williarn H. ulcio (ed.), ~ Suoervisor: ~ Demands, New Dimensions (Washin~ton: Association for Supervisors and CurrIculum Development, Nationa 1 Education Association, 1969), un. 75-76.

36Norman K. Hamilton and J. Galen Saylor (ad.), Humanizing the Secondary School {Washin~ton: Association for Supervision-and Curriculum Development, National Emlcation Association, 1969}, np. 90-91.

29

of u climate that nurtures imrH'ovenent, commitment, and

Involvf)r:1snt of all the staff to prod'Jce optimum learning.

IV. SUMMARY

The review of the literature us reflected in this

cho'1ter ')';::ltp, to the situation that industry penerally has

well aI'fani zed and functloninp; prORrarns of' staff dev91op­

mont; that rwvermnant staff development pror-:rur:lS are

increasing; that education programs of staff develooment

are sporadic and not organized in Hny pattern; and that

such ~rorrams can serve essential needs in all three areas.

CHAPTER III

THE ORGANIZATION AND ADMINISTRATION OF

A STAFF DEVELOPMENT PROGRAM

The or~anization and administration of a orORram for

staff development within a school system must be more than

a neatly structured or~anization chart which identifies

people and indicates the flow of responsibility within the

structure. It must be more than a plan of operation that

is sold to a Bchool system by a Bchool management

consultant. It must be more than a series of off-campus

courses, periodic visits from a stvte department of

instruction inspector, or monthly meetin~s with administra­

tors and teachers of the school system. The program must

be desi~ed to fit the requirements of the school system

to which it is apolied. There must be, as one commission

stressed, a desire on the part of the people involved in

the Bchool system -- from the administrators throu~h the

interested lAY citizens -- that people are more important

to the suceess of the school than are buildin~s, buses, and

budgets. There must be a realization that improvement in

any phase of the school's operation is made only as

changes occur in the knowled~e, understanding, and skills

31

of the people concerned. l

Desirable chan~es in people mu~t be the focus of the

or~anizatlon and administration of the staff development

program. Such changes then will be the motivptin~ force

that will sustain Bnd advance the total program of the

school.

To help people in the school meet their responsibilities

and ~row is the purpose of a staff develonment program. This

chanter will discuss the organization and administration of

such a program.

I. i::STABLISHING STAFF DEVELOPMENT PROGRAM OBJECTIVES

Any pro~ram requires planning to be Buccess~]l. To

plan, however, one needs an objective or purpose. This may

vary from a general statement of ~oals to specific aims, but

it must be clear and complete.

The objectives of a staff development program can be

simply stated:

1. Brinp. current performance of each staff member up

to the highest attainable level and to develop Whatever

potential he may have for ~rowin~ into oosltions of hilther

responsibili ty.

1American Association of School Administrators. Inservice Education for School Administration (Washington: American Association-of School Administrators, 1963), pp. 64-65.

)2

2. Insure availability of qualified manpower as

required to meet the school sy~) t_ ,1 3 Cl'I'I'Snt andf'uture

needs.

3. Insure consistently hif.11 utilization of individual

canabilities.

Meetin~ such objectives necessitates the provision of

a continuin~ pro~ram throu~hout the school system which

involves the entire staff in an action-oriented pro~ram.

Providing a continuin~ program involves a constant

effort to reach optimum effectiveness. Lucio emphasizes

that proposals and plans for career development programs in

education must not be based on appraisals of the current

situation alone or on merely correctin~ obvious short­

comings. 2 Changes in subject matter and procedures caused

by an ever-chang:ing world require instruction to maintain

pace. A continuing proFram attempts to correlate What the

teacher knows with what he needs to know. The pro~ram must

be school-system wide to achieve uniform results and

participation essential to total school growth.

The entire staff, including administrators, supervisors,

and teachers, should be involved in the orogram. One should

always remember that a pro~ram of staff development in the

2~illiBm H. Lucio (ed.), The Supervisor: ~ Demands, New Dimensions (Washin~ton: Association for Supervision and C"U";riculum Development, National Education Association, 1969), ?p. 71-72.

33

school system is aimed at one major ~oal which is to

increase the effectiveness of all who are em:l:aged in the

teach1n~-learnin~ process. The attainment of that goal

requir~s concentration on the three objectives previously

ci ted.

It was often in the past that teachers on an indIvidual

basis only participated in activities to improve themselves

and this particioation arose from a nersonal sense of need or

desire to advance. Many other teachers for various reasons

did little or nothing to improve. This improvement by

chance can no lon~er be afforded by school systems. A

continuin~ and system-wide propram of staff development is

essential to maintain pace with new lmo"dec:- n , cha~': '-'':'3 in

procedures and techniques, and the interest of the public in

schools and education.

Not only is staff develooment essential for the improve­

ment of instruction, it is necessary to identify and develop

candidates to fill administrative and supervisory positions.

Leadership trainin~, then, becomes an inte~ral part of staff

develooment. As one source says so well, supervisors "must

learn to use themselves in such a wa~r that what they do makes

difference" in our school systems. 3

Individuals who make up the professional staff of the

3Lucio, £2. cit., p. 101.

8

34 school renresent a wide variety of abilities, amhitions,

experiences, backgrounds, motivations, and values. Such

differences make imnerative in the staff development

pro~ram opportuni t j as for individual growth as well as

those opportunities for group Ilrowth.

An action pro~ram must be established to provide staff

development. Action has two connotations in this respect.

First, the program. itself, must represent action to achieve

results. Mere words, organized structure, and well written

plans are of no value without action on the part of the

planners, adrnini strators, participants, ann evaluators.

Second, action represents programs that involve the equipment

and hardware of action. Instructional devices such as

educational tAlevision, other audiovisual equipment,

computers, teachin~ machines, and modern laboratory equip­

ment provide tools for action that help teachers make subject

matter achieve realism and help administrators mana~e the

school system. Education is learning for living. An action

pro~ram can bring livin~ into learning.

II. DT~'TERMINING STAFF DEVELOPMFNT PROGRAM NEto:DS

The basic process for identifying staff development

program needs apoears simple: determine what is required

or expected in the pro~ram (objective or ~al) and determine

the degree to which this requirement or exnectation Is bein~

35

met. As one author points out, there is a need "to determine

the explicit purposes and the specific role nerformance

required of the persons affected" in deaignin~ a career

development program.4 If requirements and expectation9 are

not baing met, find the reasons. To the extent that these

reasons involve chpn~es in the knowledge, skills, attitudes,

or behavior of oeople, one has a need or needs which

development can probably help.

The simpllctty of the process is deceptive because so

many of the determinations involved are necessarily

subjective. They must, therefore, be made with special care,

based uponP.'ood inforl~ation adequately interpreted and

evaluated.

Several areas can be valuable sources of information

concernir.g development needs. These include actual

experiences of the school system as identified by the

staff: information from questionnaires and surveys: changinp

teacher certification requirementsf and research studies of

curriculum, instruction, and administration.

A school system reoresents ~reat diversity in personnel

in thnt the teaching staff, for example, includes beginnin~

teachers, teac~ers with experience but new to the system,

teachers returninp to work after a neriod of time away from

4Lucio, Q2. £!i., p. 75.

36

teachin~, and experienced teachers having a period of

continuous service. There are also (Ufferances in attitudes

Ilnd ambitions of these proups which inspire or imnede

performance.

Leadership tralnin~ is desirahle and necessary as

turnover and expansion create new and additional needs for

super-vi sora an0 Ildmini stra tors. Newl;r apoo inted

administrators and teachers need orientation nlus on t~e

job leR~tng experiences to as~ist them in better performance.

The following paragraphs discuss some of the areas that

may provt de staff deve lopment pro $lI"am planners with specific

information on develon-:nent needs.

A line of communication should be estAblished between

the office reRponslble for staff development and all levels

of administration and supervision that deal directly with

teBchers. This will provide a channel for sugl1'estions.

questions, and recommendations from teachers through

administration. It cpn, in reverse. provide a chnnnel for

leadership, guidance, and as~istance to teachers. Personnel

should feel free to contact the staff development offico to

request attendance at a workshop or course, to give su~gestlons

and recommendations for such workshops or courses, and to

obtain any needed staff development information.

The staff development office should establish A pro~ram

of individual teacher intarv1.ews to the maximum extent

37

possible. Interviews of some kine" are B must for the staff

development officer who would keep n fir-~or on the nulse of

his orgD.nization. Better than any other nev1_ce, the:r helo

him understa.nd hOVl people feel and why -- unders tancUnp

cruciul to success of any effort to brin~ about ehpn~e. They

als 0 d emonstra te, in a personall zed way, sine ere in.terf!st in

what pooole in the systeM think.

~ritten questionnaires are aiso use~ll tools for

~atherin~ informfltion from which develooment needs ma~r be

derived. Such questionnAires distributed nmonp. administra­

tors and teachers askin~ what their development needs are

can he valuahle aids to ascertain needed pro~l"ams and

activi ti os.

A l':leetinrr should be held at the end of the school year

between planners and those teachers who \-lere new to the

system that yesr to evaluate the orientation and develomnent

programs attended at the beginning and durln~ the school

term. Planners should determine what information was valuable,

80l1ei t information for new prop.'rams, and request cooperation

in developin~ a better pro~am for the new year to come.

Even community surveys may reveal areas affectinrr the

school system that would profi t by staff development

activities. For example, such a "0011 m:t~'ht indicate a need

to chanFe the school ~radin~ system or to improve the method

of reportln~ pupil pro~ress to parents.

38

Administrator ond teacher certiricntion requirements

vary from state to state and chun~e frequently. This creates

a need rap continual review of the certification status of

staff members to insure availa))ili ty of courses needed for

certification and renewal. In addition, courses to meet

advanced delZree requirements whi ch can reflul t in s alRry'

increases and career progression shouln bp, made available

throuph planned development propI'fl rna.

A continuing coordination with curri culurn conrr'ii ttee

efforts is essential. Curriculum chanpes and revised

courses of study create demands for new knowledgea and

skills on the pnrt of administrators and teachers resnonsible.

ChE:n~es in such course areas as new mathe!1atics or in such

methods as educational television, for example, crsRte needs

for staff development programs.

Educational research is constantly creatlnr- new needs

derived from new knowled~e and the resultin~ chanpe in course

content and method and materials and equipment. Staff

development programs must keep abreast of these chan~es to

provide the development opportunities necessary for increased

and improved performance by staff members.

The information, once obtained, must be analyzed and

evaluated for staff develo~1ent oro~ram needs. This involves

reviewin~, classlfvinp, interpreting, and evaluating the

information obtained and then determining what action will

39

best solve the problems found.

In makin~ this determination, it is important to

consider all the alternatives to include cost, practicality,

acceptability, and administrative feasibility, that mi~ht

accomplish the desired result. Alternatives that may be

considered include reaBsi~nment, separation, or traininp

of personnel; selection of different kinds or levels of

talent; chanpes in work assipnments, methods, equioment,

or relationships; clarification or simplificetion of school

system policy, structure, or instructions.

III. HEFTING STAFF DEVELOPMENT PROGRAH NEEfS

lihen staff development needs have been identified and

agreed upon, it is time to consider development resources,

administration, content, and method. A reminder of major

importance is that development goes on all the time, in

SOIlle form or another, even in the a bsenc e of formal or

planned programs. Another reminder is that many developmental

resources are available, even to school systems which have no

development staffs, and ordinary administrative orocesses can

be ~rde to serve as ver~ effective nevelonment methods.

Development prop.rams for school system staffs present

some different problems than those of ~over~~ent and

bu~iness.

One of the most important of the8e differences is that

the ~reat nrooortion of individuals within educAtional

systems are, in oractice, operatin~ with very similar

position descriptions and with little differences in work

assignments in terms of additional responsibilities. Such

additional qualification attainments as ~raduate derrrees

and exoerlence are usually recoFTIized only within salary

levels and not as factors in assirrning the individual to

new and ~reater responsibilities. There is also a peneral

absence of the mana~erial and supervisory types of develop­

ment programs which are in wide use in industry and

government. The result is a system of horizontal or

geo~raphic mobility aimed at salary advancement. The school

system loses an individual who is well oriented to the

system and who could be developed into a supervisor or

administrator. Frequently, the individual leaves the

teachin~ profession causin~ a loss to the system, education,

and society.

A number of staff development activities have been

orpanized over the years to meet identified needs of the

school system. The followin~ are those that can be used

in almost all schools:

New teacher orientation

Student teacher supervision program

In-house workshops and study ~roups

Teacher rotation Bnd visitation oroprarn

41 Attendance at local, state, and national conferences

Or~anized su~er proFram

Off-site colle~e course center

Leadership and supervisory trainin~

Sabbatical leave for additional study

The objective of orientation programs in the school

system is to help the new teacher become familiar with the

system and its operations. All new teachers and staff

members should be ur~ed to attend. The program should be

as complete as possible to provide the new personnel with

whatever information is needed to be capable of full

performance the first day on the job. It may be well to

identify sponsor teachers to provide a source of advice and

counsel for the new teacher.

Orientation must be carefully planned. It will be the

first impression of the system to the new staff member. The

sessions should provide an introduction to the or~nization

and procedure~ of the system; exolain the resources and

services available within the system end the surroundin~

community; inform about the professional organizations and

their activities; and describe the daily routines and

expected performance of the new staff member in the system.

A handbook or an orientation guide to the school system is

recommended also as a continuinF point of reference to

reinforce the material covered in ~oup sessions. A handbook

should cover such topics as historical and orpsnizational

informRtion about the school. salarv schedules. certifica­

tion requirements, calendar of events, personnel policies

and procedures, and a description of the staff deve10pment

activities available to encourage stafr participation and

p'rowth.

Industry snd povernment have used intern programs

successfully to develop desired skills and knowled~e under

Borne form of guidance and supervision for sDecified periods

of time. Similar pro~rams can be valuable in the school

system. A cooperrtive program with the education deoartment

of a local college will provide opportunity for the student

teacher to learn on the job, afford the school system a

chance to sell itself to the potential teacher, and permit

the college to exemine the operations of teachin~ as

compared to the theory of teachinR. The assi~ment of a

teacher intern or student teacher to a full time teacher in

the classroom must be done carefully to insure that the

sponsor teacher is capable. willin~. and enthusiastic about

this responsibility. A poor a8si~ment could result in the

10s8 of a potential teacher to the system. 'I'his program

has merit for the sponsor teacher also. because he will have

to examine his pro~rgm, his techniques, and his knowled~e to

insure that he has 80methinp to offer the student teacher.

The intern or student teachin~ program should nrovide

43

for ~rou? meetings between repular teachers and student

teachers to assist each to pain new insi~hts into subject

materials, 1earnin~ theories, and current research in the

fields involved.

The school system can profit from such a propram by

creatinp a desire in the student teacher to both want to

continue in the teBchin~ profession and to join the system

concerned.

School system workshops and study groups provide a

valuable source of development through exchanpe of informa­

tion on techniques of instruction, course content, and

teacher-pupil relationships. Topics of discussion and

study may range from that related to a specific course to

the exploration and evaluation of new educational

innovations nnd techniques of inst~lction. Properly

orpanized and scheduled, such workshops anc study ~~oup

sessions can be used as a method of earning credit toward

certificete renewal.

Workshops and stUdy groups should be provided on a

system-wide basis to provide maximum input of all levels of

activity. The staff to administer the propram may be

provided from school system resources or from without

the system, as experience and wisdom indicate.

Another method of meetinp.- the needs 0 f staff development

is to provide for teacher visitations to other classes and

44 other schools. It may be possible to ~o as far as teacher

exchnnges with other schools for an extended period of time.

Such visits coupled with discussions and counseling following

the visits can be an excellent method for exposing teachers

to new, different, and better methods of doinR their job.

An important caution to be remembered is that all such

visits and exchanges should be coordinated through a central

source, normally the school staff development office, to

insure that the visits have specific purposes and are

evalua.t~d for their worth upon completion.

Local, state, and national conferences provide oppor­

tuni ties for learning of new developments and procedures

pertinent to subject or administrative areas. Maximum

attendance at local conferences should be encourafled.

Selected representatives should be sponsored by the school

system to attend state and national education meetings.

These representatives, in turn, should reoort to the staff

about the activities and developments of the meetin~

attended. Not only does learning accrue fram the formal

a~enda, the informal ~roup discussions and meetings

prevalent at such conferences provide a v£luable exchange

source of information about instructional and administrative

45 procedures an~ techniQues. 5

The educational field has one great aovanta~e over

industry and ("overnment in the staff development a rea. While

the latter field~ are in business all yoar long, the

educational field has a three-rnnnth break in activity that

is ideally fitted for the develooment of the professional

stuff. Teachers and administrators are free from the

school year classroom activity and can devote time to

professional advancement. The school system can playa

mFljor role in utilizinp: this ryeriod for staff development.

Activities for summer m~y include workshops within

the system. These Cfln be desip.ned to imnrove the instruction

and relate to curriculum, techniques, teaching skills, and

materials.

Another summer propram project is the laboratory school.

An ideal pro~ram would permit a variety of courses offered

to students from kinder~arten throu~h hiph school levels.

This pro~rRm has dual benefits in that students receive

remedial and additional education and the instructional staff

has a laboratory research opportunity to improve its

competency. The larp.er school system has a better and wid~

5AttendRnce at Professional Conferences and Conventions (Educational Research Service Circular No. 6.--Wash1n~ton: American Association of School Administrators and Research Division, National Education Association, 1969), pp. 1-6.

46

opportunity to use this development activity but its use in

small schools, even in limited fashion, is well worth

considering. Use of consultants and specialists in the

sUbject area fields is recommended whenever possible to

evaluate tha success of the lftboratory course and the

perforJ1lance of the instructional staff.

Summer periods provide an excellent time for staff

members to attend universities for advanced or specialized

study. It may be possible for the school system to provide

financiRI aid in the form of scholarshiDs or grants to

encourRge such study.

An off-campus college program is an excellent source

of staff development opportunity. It must be recognized.

however. that such a pro~ram is not nlways possible in many

areas. Geography, finances, and number of schools within

the area are factors that must be considered. Where

possible. such a program provides opportunity for meeting

certification requirements, helps keep teachers current

with new developments in education, and provides for

graduate degree achievement. It may be possible f0r several

school systems to join together in an effort to establish

this type of pro~r8m at a centralized location. Not only

will the pro~ram provide ~rowth opportunities, but it will

have a positive effect in encouraging teachers to remain

with their system to take advanta~e of the additional

47

learninp possibilities.

In contrast to the scope and numbers of provrams

pertaininr, to supervision and manap;ement in industry and

povernrnent, the educational field has been noticeably

lacklnf in developing its own leaders and administrators. 6

A starr development proP-'ram that does not orovide for such

growth is hardly worthy of its title. c..'uulified and

capable leaders in such a specialized field as education

can only come from the field, ei ther thr(,u~h ~"rowth in

the particular system or from other school. systems.

An efficient school system must maintain an inventory

of potenti~l leaders and a~inistrators to fill the vacancies

caused by resipnatlon, retirement, and death. TIlose best

qualified for such replacements M~st be from resources

within the system -- they are the people who know and under­

stand the I:"oals, programs, services, and scope of the

system. 7

One lpr~e corporation cites four major fundmoentals of

its supervisory development pro~ram: 1. Know whut the

mana~ement structure of your orp-'anization must be, 2. Select

cancUdates who hHve the qualifications required by the jobs,

6LuciO, £2. £!1., p. 11.

7National Education Association, Better Principals ~ Our Schools (Washington: National Education Association, 1961J, PP. 36-40. '

48

3. ~stablish a simole method of apDraisin~ the candidate

selected, and 4. Provide the trainin~ necessary to complete

the candidate's experience. 8

The school system, likewise, by evaluatin~ its current

and planned MBna~ement structure, can assess its present

mpnpower inventory and project what is needed to fulfill

planned future requirements. Identification and selection

of potential leaders may be done throu~h individual

application after meetin~ soecified requirements or throu~h

identification by other teachers and administrators on an

individual or proup basis. Establishment of potential

leadership abilities may be accomplished on the basis of

written recommendations, specific tests, interviews, and

committee evaluations. A school system may want to use a

leadership workshop or traininF course as a requirement or

to require those interested to attend certain university

courses. An ad~itlonal evaluative tool is the use of an

administrative internship whereby the potential leader is

relieved of all or part of his teachin~ load to participate

in administrative activities under the supervision of

desi~ated administrators.

Once selected, the beRinning leader needs orientation

8John R. Suman, GrOWing A Good Executive Crop (New York: Standard Oil Company, 196~pp. A-15.

49 and trainin~ in his administrative duties and responsibili­

ties. Such orientation and tpainin~ can be conducted

throu~h seminars, workshops, rotatinp. assi~ents, meetinps

with outside consultants and in-system leaders, and ~roup

sessions with other beginning leaders led by the central

staff representatives.

Periodic appraisals of the candidate are recommended to

determine the success of the selection, the progress of the

individual, and the state of the program. Many appraisal

methods exist and one that is simple and pertinent to the

needs of the school system should be selected. Weaknesses

identified throuFl'h appraisals should be the tarllet for

corrective action.

Experienced leaders also need to keep abreast of

administrative and instructional changes. This need can

be met through workshops, group sessions of school system

leaders, visits to and from educational specialists of the

universities, visits to other schools within and without

the system, and attendance at professional meetin~s and

conferenc es.

Some form of a leadership development program can be

established by every school system. It should be established

to provide the resources so essential for the continuity of

the school system program.

Sabbatical leaves for a semester or s school year

50 should be considered as another staff development tool.

They must be administered carefully, permitted for specific

purposes, and be evaluated on the potential value received

in relation to the cost to the school system.

Use of many or all of these staff development

activities will provide 8 basis for substantial growth of

the staff personnel of the school system. Experience will

provide many new and modified versions for additional

implementation.

IV. ArMINISTERING THE STAFF DEVELOPMENT PROGRAM

The proper administration of a program of staff

development is essential to its success because it involves

the use of a number of developmental types of activities

and the participation of many different departments and

individuals. Re~ard1ess of the size of the school system

involved, an adequate staff development proprmn will offer

a ran~e of activities that involve a wide variety of

individuals.

Important areas to consider in the administration of

the program are resoonsibility for the pro~ram, relation­

ship to all school system functions, facilities and

schedules, resources and equipment, involvement of people,

oroP'ram leadership, and provision of development

opportuni ties.

51

Authority ann resnonsibility for the staff development

pro~ram must be clearly established. Development should be

achieved by leadership not coercion. Every larp.e school

system should de8i~ate an administrative office as

resoonsible for staff development. The office wouln usually

be responsible to an Assistant Suoerintendent for Instruc­

tion. In a small school system, staff development will

normall" be a Dart of the responsibility of the superinten­

dent or an assistant superintendent. The key point is that

resoonsibili ty is placed specifically in one area coupled

with the necessary authority to take required action to

implement the p ro~ram.

Staff develonment is involved in every area of the

school system. However, the curriculum study area should

be a central point of interest to staff development. Teachers,

supervisors, and administrators are involved in curriculum

develop~ent and evaluation; the curriculum area is the

focal point of the school mission to teach; and the chanpes

in curriculum involve the continuin~ development of the

staff. It is no less necessary to coordinate all

instructional and personnel services of the school system

with that of staff development thou~h, so that prowth

opportunities will be compatible and consistent with the

needs and activities of all school system staff members.

Coordination will further assist the maintenance of

52

communications to provide a rlow of information hetween the

instructional and administrative staff and the development

program.

Time and facilities are two important factors to

consider in administerin~ a prOFram of staff development.

l):'ime is neces8;ary to plan ror activities as well as to

preoare for, participate in, and evaluate their success.

Without sufficient time, not .even the Most willing

participant can succeed. The result is negative and future

participation is endangered. Facilities are important also.

Lighting, ventilation, acoustics, seating, group size, and

rest rooms affect the successful conduct of courses and

meetinps. Impact of travel distanoe and oarking must also

be evaluated.

Another important physical feature that must be

evaluated is availability of equipment. The supplies and

conditions of films, slides, records, and demonstration

equipment must be adequate if proper leaming is to occur.

SuccessfUl staff development requires the voluntary

participation and. involvement of teachers, supervisors, and

administrators. Involvement be~ins with a climate of

encoura~ement that the prORram is fo~ the participants

based on their needs and desires, not based on a pro~ram

desi~ned by the top administrators to be forced upon the

participants. Teachers and administrators throu~h joint

53

efforts can be encouraged to participate in the total program

from determination of objectives through evaluation of the

results. This pro~ram of involvement can re~ult in the needs

of the individual staff members meshin~ with the needs of the

school system and the workinF out of compromises when

conflicts occur. Administrators must be involved because

wi thout their support the Foals and ob jectives of the prJn"'am

will never be achieved.

Leadership in the prO~I'am is not restr1.cted to the

recognized leaders such as supervisors and administrators.

The many activities of a staff development pro~ram require

leadership from many people. For example, leaders are needed

for workshops, study Rroups, panels, seminars, and teacher

training. One way to secure leaders for these activities is

for the school system to use the potential leaders identified

for supervisory training discussed earlier in this chapter.

Another way would be to use outside consultants from

universities, other schools, or professional education

associations. A third source mi~t be to use the informal

leaders that Bre developed within such workshops and ~roup

sessions throu~h the democratic process of being selected

or elected as proup leaders.

A well or~anized and administered staff development

orogram will orovide a wide ran~e of choices to permit

individual arowth and improved performpnce. Effective

54

leader-shio will be continuously adc'linl2 to the opportunities

provided, but at the same time, evaluating current useage

to insure that value is received. The mpny types of peoole

involved and the wide ran~e of courses in the curriculum

demand a ~reat variety of development opportunities.

Hany of these opportunities hfJve been mentioned

previously in this chapter but are refel'red to aP.'sin to

demonstrate the scope of activities essential to a

functioning staff development pro~ram.

ReP.'ardless of the size of the school system, the

staff development orop-ram should offer the widest ran~e of

opportunities possible for ~rowth and development. It will

be important to the teacher or administrator because he will

see an opportunity for his p:rowth. It will be important to

the school system because the school will profit from the

individual's ~rowtb. The involvement of all personnel in

needs determination and in the plannin~ to meet these needs

will create an atmosphere of all workinr- toward a common

goal of develooment of self and, consequently, of the

school system.

V. EVALTTATING THE STAFF' DEVELOPME~jT PROGRAM

Evaluation is, quite simply, an appraisal or jUd~ent

of the value or worth of 30methinp.. The immediate purpose

of evaluating is, usually, to find out how well somethln~

55

is done in relation to v,hat was ?lanned to have dcne, how

well the results have been achieved.

The process of determlnin~ development needs is itself

a process of evaluation. Throupn factfinding and appraisal,

problems are identified for solution and training and

develonment activi ties attempt to solve the -nrobl ems.

Then, evuluation is applied to determine if the problem was

solved. A complete cycle thus occurs: need determination

(resultin~ from evaluation), program planning, prorrram

implementation, and evaluation -- followed by re~lannin~,

reimplementation, and reevaluation.

Evaluation of staff development activities, like ,

evaluation of any other administrative practice, should be

desi~ned not to justify its existence or to prove that it

"pays its way" but rather, to insure that development is

used as effectively as possible in meetin~ the school

system's needs.

A systematic approach should be used, one involving a

planned method of evaluation that assesses the results of

the staff development in terms of its stated objectives,

that looks for all reasonable evidence both 0 f success and

failure, that accepts the evidence without bias, that

provides for a Rystem of cross checks, and that seeks an

accumulation and appraisal of obtainable data rather than

an all or none answer.

56

The objective is to deteMune how well the staff

development job has been done in terms of needs of the

school 8dministrntlon and system ann in tRrms of the

resources aVfllable to meet these nAeds. Fvnluat:fon then

becomes the process of determl1:inp' whethpr pro~reSB is beinp;

made toward stated ob jectives at a reasonable rate and

eX:Jense.

The nature and scope of the staff developroent p~prnm

in the particular school system will determine the extent

of the evaluation. As a minimum, two areas should be

considered in evuluation:

1. Results of the total program.

2. Results of individual development activities.

To meaSl1!'e the results of the total prop.'rarn, all

acti vi ties included must be examine.". Data from d1.fferent

sources must he ~ollected and analyzed. Opinions ~f tre

school staff, chanp:As and improvement in tre instructional

pro~ram, Rnd personnel records are three areas that can

provide objective data for evaluation.

Surveys and personal intorviews are two simple ways to

obtain staff 09inions of the prorrram. Ne~atlve comments

must be assessed also because they serve as p;uides to chan~e

and improvement. Every interviewer should specifically seek

information on how the program can be improved. Every

aspect of the program should he considered by those

57 completing questionnaires and beinp. interviewee to provide

information and insights into the effectiveness of the

prop·ram.

Improvements in the instructional pro~rum may provide

information as to the effectiveness of the stl1ff development

pl'"'O~ram. Results from year to year on standardized

intelli;rence and achievement tests TlJ.ay indicate improvement

or lack thereof In the quality and cor~etency of teachln~.

Colle~e records of former students can be analyzed to

determine adjustment of students and ability to meet college

requirements. Recorda of vocational school students may be

compared wi th their work records after school in those

vocations to determine how well they were prepared for the

work.

Hecords of teachers should be reviewed. Periodic

appraisals of staff performance should be made and

evaluated. TUI'nover of teachers and staff members may

indicate that the staff development proP-'ram haS been

effective in retainin~ or not retaininp-' teache~s anc other

staff members. Exit interviews should be held with those

leavinp. to determine the cause. The data ~alned should

then be used to improve deficiencies.

Lffects of individual self development activities suCh

as workshops, off-duty courses, and attendancfl at conferences

should be evaluated also. Observed behavior as opoosed to

S8

nueGt1onna1~es Bnd interviews, is probablv more effective

in determinin~ whether the staff member's behavior has been

a Itered us the result of the act iv1 ty ano what effect the

changed hehavior 'nas had on the students anr staff

asscc1ates with whom he has contact.

Effects of new procedures or techniques can be measured

by the frequency of their use and the increased use of

materials associated "ri th the new procedure or techniaue.

F'or e xarn'lle, a fter a workshop on techniques 0 f pro~rammed

learning, reauests to the training center for texts and

equioment increased ~reatly.

The mere increased use of the equipment and materials

is not a guarantee of improvement, however. Evaluation

must also be made of student ~rowth and learnin~. Areas to

consider ure the appropriateness nf the material to the

subject bein~ tau~ht and whether the teacher demonstrates

an im~rovement in te8chin~ skill as 8 result of the

activity.

If evaluation reveals that cooperation is hip-h,

involvement is ~reat, communications are clear, ~oals are

bein~ achieved, and attitudes are ~od, then it would appear

that the staff development propram is playing a major role

in contributin~ to the commitment and attainment of the

professional staff to the continuing improvement and growth

of the school system's prop-ram of education.

S9

VI. SUl"1MARY

Imorovement of teacher effectiveness in the classroom

is a major objective of the staff developm~nt orO&lram. A

second major objActive is the development and im?rovement

of supervision and administration in the school system.

:;ize, stM1cture, or finences do not decrflase the im'1ortance

of these objectives. The activities of the staff develop­

Inent propram discussed in this chapter are applicable to all

secondary school systems. even if differences in numbers

and sizes cause variations in extent of epplications of the

orop-ram.

CHAPTER IV

VALTTE ASSESSMEN'2 OF THE STAFF DtWELOPMENT PROGRf~

TO THE SECONDARY SCHOOL SYSTEM

The basic purpose of the pro~ram of staff development

in the secondary school system is to stren~then the

leadership and instructional competency of the school so

thFt the pro~ram for the students can move forward and

upward. Bringin~ about chanpes in people 1s the focal

ooint in the or~anization and administration of a staff

develooment oro~ram.

This study has indicated that:

1. The initiation of the prop-ram must be simple and

flexible.

2. Plnnnin~ must be shared by those who receive and

by those who extend the propram.

3. The pro~ram can be used in varyinp de~rees

depending upon size and finance of the Dsrtlcular Bchool.

!l. The pr0p'ram should be indipenous to the community

served.

~. It should be~in wherp oeoDle are, should be lonp,­

range, and should enable them to ~o under their own power

where they want to go.

6. Development of insl~hts Bnd understandin~ should

61

be as important as the development of know-how and technical

skills.

7. Staff development leadership must lead and

inspire.

8. Team 80iri t is essential throuQi1out the prop.'ram.

9. The pro~rgm should be simple in or~anization and

orientation.

10. The pro~ram should stand up under the test or

userulness.

This study stresses that the central p:oal of staff

development is ~rowth. The American Association of School

Administrators states the central ~oa1 of ~rowth is

quality, a continuin~ newness in the quality of teec~ing

and learninp: caused by quality in administration. 1 A

question then arises as to how quality can be evaluated.

The mere presence of the activities of the staff develop­

ment program certainly does not insure quality of the

pro~ram. ~he Association feels, however, that growth Bnd

quality cO'ne through changes in people all the oeoola

involved in the educational situation.

The value assessment of the staff development nrop-ram

then is made in terms of the chanP-8s in peoole that it

lAmerican Association of School Administrators, Inservice :.ducation for School Mltl'linistration Ovashinvton: American AssociAtion of School Administrators, 1963), p. 195.

62

generates. Some of the ootential areas of chan~es in

peonle that can be caused by a pro~ram of staff development

are examined in the following paragraohs.

1. Imorovement of methods. The staff development

program Can result in a stress on the imnortance of the

potential oroductivity of new and better methods; 8~ecific

recommendations as to the areas in which methods imorovement

is needed, encouragement of an attitude of constMlctive

inquiry; and a genuine concern for ~reater effectiveness

in oerforMance.

2. Reauction of absenteeism and turnover. Orienta­

tion, or~anized job training, development of a competent

leadership in supervisors and administrators combine to

lessen the dissatisfaction, insecurity, and the feeling of

inadequacy in a position which are basic causes of

absenteeism and turnover.

3. Reduction of learninp time. Unruided or ~oorly

~irecten learnin~ is both faulty ano slow. This slowne~B

represents a restriction of prOductivity which can be

eased to a ~reat extent throu~h staff develooment.

4. Heduction in supervisory burden. Staff members who

are well trained, who have developed a real comprehension of

their jobs and the initiative and enthusiasm to carry them

out in the face of chan~in~ or unusual circumstances require

less constant and less exacting suoervision.

63

5. Reduction of grievances. Suoervisors unskilled in

the art of human relations, workers who are ill-adjUsted to

their jobs, who do not understand or ap9~eciate school

system policies and practices are both orolific sources of

time-consumin~, morale-destroyin~ ~rievances. Careful

traininF of staff members and supervisors will ~o far

toward the r~duction of the number and seriousness of

comolaints.

6. Imorovement of quality. Quality of product or

service is a direct result of each staff member's ability

and willingness to do his job effectively. Without either

ingrecient, somethin~ le8s than optimum quality will be

orovided. Staff members must he trained fully in the

skil18 and knowledpe of their jobs. In addition, they must

be helped to Bee the close relationship between the

maintenance of hl~h quality and the security of their own

oositions.

7. ~ncoura~ement of promotion. Any or~anization which

is alive and ~rowin~ is faced with the frequently recurring

need of caoable, well-trained men and women to fill new

Dositions or to move into vacancies created by death,

retirement, transfer, oromotion, and reslanation. Fl111n~

these positions by hirin~ new peoole is destructive of

morale and costly in terms of the neces8Rry oeriod of

adjustment of a stran~er to a new work community.

64

Recornizing this, alert school systems should endeavor

throurh develoDment work on every level of their or~aniza­

tion to Dreoare staff members for '1romotion when vacancies

occur.

8. Improvement of communications. Development of more

effective communications un and do·...m the line is one of the

most nressing qroblems in any modern orpanlzation. Increase

in or~anization size, the prowin~ comnlexity of society, the

development of conflictin~ demands and loyalties within

incivinua.l staff members all contribute to make the job of

communications more difficult. Staff development helns to

increa~p, mutual respect and understandin~ between staff

members and sunervisors. It also provides throU~l

conferences, orientation classes, bulletins, and individual

discussions the vehioles throu~b which cOl71Jl1Unlcation may

take alece.

9. Improvement of morale. One of the most irrmortant

factors in staff develo~ment is the establishment of the sort

of climate in which oeo')1e can l:':row, in which they can 'Work

to the advanta~e of themselves Bnd their or~anization.

When ml')rale is hiph, emnloynes ere usually :Jroductive,

receptive, and ada;)table. Hhen morale is low, em:)loyees are

usually indifferent, re~istnnt, or actively hostilo.

Development for sat1sfyin~ individual nerformance and for

cooneratj. vev:rouo endAB.vor is a foundotlon of h 1ph morale.

6S

10. Reduction of waste and spoilage. A subr,t~mtial

prodl~ctivity of offices and sho)JS is lost (~aily in avoidable

'.JHste and spoilape. Improper work habi ts, indifferent or

hostile attitudes, and incomplete understandinp- on the PSl"'t

of staff Members lie back of this vi tiotinrr o.f effort.

Throllvh an adequate 0evelo1)1l1ent of stoff members and

surervisors this waste can be SUbstantially reducod.

11. Aid to recrultin?-. A school system that attains

a rE\putation for a good staff deve lonment Dro~~rllm reSD 1 ting

in hi~h ~orale, excellent human relations, and a climate of

~rowth will be the object of those seeking employment.

liather than have to seek applicants, the 8chool will be able

to select the best of those who apply.

Nepative factors nlay a role in value assessment of any

nropram. They must be considered, if for no other reason

than to nraoare to overcome them.

1. Co at-time-effort fae tor. Im'Jle:lenta tion of a staff

development nrogram will cost tQO ~1IDCh money, take too much

time, anc involve too much wopk.

2. Resistance to chan.rre - "why needed" attitude. The

atti tune w1l1 exist that the sc1,r;ol hES p·otten alonp.- so far

80 why is a cbEn~e neede~. Chan~e will cause teachers and

~uperv:i~QrB to become unset, SOMe 'Tia:; leave the school, and

nAW technioues and orocedures will have to be lpsrned.

3. Im"wct on immobility. The- l:l'JPlication of a staff

66

development propram will cause unrest among thos(~ "'ho arc

satisfied and settled in their positions because of' the

oossibility t 1-1I;:l.t they will have to attend workshops.

courses, seminars, and may have to move somewheY'e within

the system.

4. Off-duty requirements. The need to oarticioate in

workshoas, study groups, and courses during off-duty hours

is an imnosition on the staff member's personal time and

should not be permitted.

5. Administrative requirements. There will be added

requirements to re:JOrt on and evaluate the new techniques

and procedures. New forms will be instituted. Tiroe will be

required that will take the teacher away from his allotted

time for instruction.

6. Additional area of orp,anization. An added office

of staff development will be created or the duties will be

added to a present administrator's work load. An additional

source will be seekin~ information and investip-&tin~ what

teachers and staff members are doin~ and why.

7. Lack of qualified oro~raM administrators. It will

be difficult to establish the proaram because of the lack

of any skillen and exoerienced staff development personnel

in the education field.

One writer came to this conclusion:

If there be a sinf~le tegt of quality in an

67

educational institution, it is a lively ~issatisfaction

with thin~s as they are and an active, open-minded search for ways to make them better. Wher~ you find an administrator and teachers who are F"enuinely r'!iaturbed by their ineti tution t s shortcomings (and what one does perfectly fulfill its purpose?); liho are studyinR new or~anizations, new methods, new tools, new curriculum; who build a continuOll s mes.surinpo mechani sm into their try-out's; who are fired with livAly enthusiasm and warmed by a real concern for the people end purooses they serve; who are wil1inp', while cheer­fully ~rantin~ to their collea~es the same ripht, to try out Drom.isin~ ideas wi thout wai tinp-' to remake the whole school or convince the whole staff; there you may look for quality.2

A staff development program is aimed at such things as

chan~e, ~rowth, and quality. Any value assessment of such

a ~ro~ram must believe that the pro~ram is worth the time,

effort, and exoenae involved because it is throu~h the

orogram that the process of chan~e, the process of

professional growth, and an improvement in quality be~in

to show.

It is believed by the author of this study that the

positive factors of a staff develooment Dropram outweigh

the nevative factors and that the pro~ram is worth the time,

effort, and eX'ClenS8 involved to achieve this nflW quality.

2Archiba1d E. Shaw, "The Measure of Quality," Overview, 3:11, January, 1962.

CHAPTER V

SUm,1ARY AND C0NCVISI01;S

This cha'1ter will set forth a sum."7lary of the inqu1ry

into the organization and administrntion of a staff

development proRram in the secondary school f"rstem. It

will also cite. based on the inquiry, conclu~ions

concernin~ the organization and administration of such a

pro~ram in its application to successful school

administrDtion.

I. SUMMA11Y

This study has examined the characteristics of a

staff development program in the secondary school system

and has sup~ested potential approaches to improved theory

and nractice.

Staff development assumes the need for planning to

identify ultimate replacements for current incumbents.

for filling nrojectec new positions. for relating oersonal

ambitions to orRsnizatlonal goals, for develoQln~ notential

of staff members. and for Identlfy1n~ and utilizing the

increasin~ number of professional and administrative talents

in the school system.

Staff development can be describecl as an area of

be;

prof1 table growth in school arlmlnlstration. There are f~w

orecedonts to guide -- or fMlstrate -- exoerimentation in

new cone oots and techniaues. It m{IY bo 8tl r'~"'el'\ ted that the

~reatest potential for both derive from lookinr on education

and rlovelopment as a continuous proce~s. The schonl system

then, nas n ~reat reeoonslbillty to ~rovice ap~ronriate

continuin~ growth ex~eriences for thA staff mombers.

Criteria are necessary, however, to POide the timin~

of various educntional and develonmental exoerlences.

, Cr1 taris, in turn, await the development or better methods

of evaluation of development pro~rams. This study has

su~gested various evaluative tools.

Some action items are Bu~estAd for consideration.

Thea e items are not presented as a corn:)lete Ii stinp' of

o'::>oortunities for improvinp; develooment, but rather as

possibilities which may be followed under exlstin~

or~anizations. In summapY, these items are as follows:

1. Graduate study

2. Internships - student teachin!l

3. Visitation and exchange of staff members

4. A staff development information center

5. Leadership develooment

6. Workshops and study grouos

7. Summer programs

These sup.gestions provide sueel fic pos sibili ties

?O

fo!" futllrA action.

Several conclusions seem evident fro~ tlns study of

staff cAvelo:1ment pro.'!'rams in the Recondary school system.

1. A starr development nrogram can urovide a maans for

the continuous relatinp; of staff l!lemr.er> p'oalR and school

system ('oals. One of the majol' functions of a staff

'develcoment urop-ram is to correIa ta incHvidualp:oals wi th

those of tho school system. Continuous analysis and

91annin~ is necessary to keep these Foals related for full

utilization and maximum individual satisfaction. It is

important to keep the indivicual informed of the school

system's needs and to provi~e a way to relate innlvidual

a~bitions for oer80n81 development to the school system's

potential for satisryinp- these needs.

2. A staff development pror-ra~ cun assist in the

development of indi viduals to the lim:i.ts of their potf"ntial.

Individuals differ widely in both ~otential and in desire for

development. )lIany do not w<:1nt I)]Ore au thori ty or responsibil ­

i ty. Many others not only deslI'e hir-her nssi.r:nments but

have the potential for them. These latter in~ividuals

should be encouraped to develop their capacities throu~h

staff development activities.

3. A staff development Orograffi can orovlde a means

11

by which increased skills and abilities are made available

to serve the school system. If individuals develoo them­

selves throuph the staff development ?ro~am, their

increased skills should be ~lt to work within a reasonable

period of time to avoid disillusionment and f~JBtration.

4·. A staff development prop;rarn can id~nti:ry needs for

reolacements. School systems should develop manpower

inventories. They should plan for a work force that is

balanced by age. Too many young or too many old staff

members may cause diffioulties in yeRrs to come. A manoower

inventory is a simple method for recording the strenpths and

weaknesses of current manpower resources to meet ruture

requirements.

5. A staff development Dro~ram can nrovide well

qualified candidates for planned new posl tiona. ~)chool

systems should develop means for estimating the possible I

results of chan~e in their system over a oeriod of years. IPlannin~ should anticipate the necessity of fillin~ oositions

and provide for the development of individuals who are

qualified in the new knowledpes and skills which may be

required.

In the final analysis, net ther business, f!OVernment,

nor educntion can afford to neFtlect staff develor:>Ment.

Good develoum~nt is denendent on ~ood or~anizatlon and

E;0ministration. Efficient o3eration of a business

72

corporation, a ;rovernment arrency, a school system requires

high quality results at reasonably low cost. Efficient

operation can be achieved if staff members have skill and

use it willingly. Only a small oer cent of staff members

develop on their own initiative a lar~e proportion of their

potential sbili ty. They need help. A well orf"anized and

well administered staff develo':lment program can helo Glreatly

to brin~ out the best in a staff member's ')erformnnce. This

being so, the or~anization and administrat10n of a staff

development orogram in the secondary school system will be

of value to successful school administration.

BIBLIOGRAPHY

BIBL10GRAPHY

AmAricr,n Association of f,chool Administrator's. lnservice Educetion for School Admini s trators. Washin.r-ton: American AS'S'Ociation for School Adninistrators, 1963.

American l-lanap-ement Association. Hanap'ement Education !£!:. Itself and Its Employees. New York: Am~rican Manarement ASSociation, 1954.

Attendance at Professionsl Conferences and Conventions. ~ducatIOnal Research Service Circular No. 6. WashinRton: American Association of School Administra­tors and Research Di vi si on. National Education Association. 1969.

Chruden, Herbert J., and Arthur W. Sherman, Jr. Persormel Mana~ement. Cincinnati: South-Western Publishing Comnany, 1968.

Committee for Improvement of Management in Government. Improving Executive Management in the Federal Government. Washington: Committee for Improvement of Mana~ement in Government, 1964.

Denartment of the Army. Training and Development of Executives and Managers. Washington: Department of the Arrrry, 19b4.

Denartment of Health, Education, and Welfare. Staff DeveloDrnent. Washinpton: Government ?rintin~ Office, 1951+. I

Department of Health, Education, and Welfare. Staff Development in Public Welfare A~encie9. Washin~ton: dovernment prrntln~ Off1ce, 196 •

Developing Administrative Leadership. Educational Research Service Circular No. 6. Washinp.ton: American Associa­tion of School Administrators and Research Division, National Education Association, 1968.

Developine Managerial Comnetence: Changing Conceots ­Eme~ging Practices. Studies in Industrial Policy No. 189. New York: NEl.tional Industrial Conference Board, 1964.

75 Dun and Bradstreet. Inc. Manar-ing ~ Manpower. The Dun I

and Bradstreet Busin~ss Series No. 4. New York: Dun and Bradstreet. Inc., 1967. I

L~ucker, Peter F. The Effective Executive. New York: Harosr & Row. 1967.

Evaluatin~ Teaching ?erformance. liducational Research Service Circular No. 3. Washin~ton: American Associa­tion of Scho0l Administrators and Research Division, National 2ducation Association, 1969.

Hamilton, Norman K., and J. Galen Saylor (ed.). Humanizing the Secondary School. Washin~ton: Association for Su':)erv!sion and Curriculum DevelorJment, National Education Association, 1969.

Harrison. Raymond H. SuperVisory Leader-shin in Education. New York: American Book Company, 196£3. -

Heyman. Mar~aret M. Criteria end Guidelines for the Evaluation of In-Service Training. Washin~ton: Government P;lntin~ Office, 1967.

Jucius, r-1ichael J. Personnel Managel11ent.. Homewood, Illinois: Richard D. Irwin, Inc., 1967.

Koontz, Harold, and Cyril O'Donnell. Mana~ement: A Book of Readin~s. New York: McGraw-Hill, Inc., 19b8.

Kuriloff, Arthur H. Reality in Mana,Q"ement. l~ew York: McGraw-Hill Book Company, Inc., 196~.

Lanve, Theodore H. "Elner~ing Role of the Public School Administrator," Public Personnel Review, 30:219, October, 1969.

~Jcio, William H. (ad.). The SuperVisor: New Demands, ~ Dimensions. Washington: Association for Supervisors and Curriculum Development, National lTducation Association, 1969.

fJ1cFarland, T'nl ton E. Personnel r1anaaement: Theoq and Practice. New York: The MacMillan Company, 9b87

HcGehee, William, and Paul W. 'l'hayer. Trainintr in Business and Industry.r:ew York: John Wiley Po· Sons, Inc., 196~

76

HcGrep:or, Douf!las. The Human Side 0 f EntEH"')ri SA. NeH Yo:rok: I"1cGraw-Hl11 BookCoffi;Jany, Inc.-,-IQ60.

National Education Association. Better Princioaln for Our ~)chooIs. Wtlshin~ton: Hational Educa i;lon AssoCI"Hti on,1961. ..

Nntional i',ducation Association, Association for Suryervlsion and Curriculum Development. Leadership f.£!: Im;Jrovin~ Instruction. Yearbook 1960. WaRhinp:ton: Nlltional Education Association, 1960.'

Pfiffner, John N., and Harsha11 Fels, The .·1)nervision of Personnl31. Ehglewoo~ Cliffs, NE;lN" Jer~ey: Prentice-Hall, Inc., 1964.

Presidential Task Force on Career Advancement. Investment for Tomorrow. Wa8hin~ton: U. S. Civil 3ervico Commission, 1967. .

Presidential Task Force on Career Advancement. Self and ServtcA Enrichment through Federa 1 Tra.inin~:--­VJashington: Government Printing Office, 19 7.

Heaves, i;:lton T. ManaR:ement Development for the Line Manager. New 'ark: The American ManBPAment ASSOciation, Inc., 1969.

Scott, \vl11ter n., Robert C. Clothier, I".n(i \'1111;1.8m q. Spriegel. Personnel Management. New York: McGraw­Ilill 300k Company, Inc., 1961.

SeberhalZen, Lance W. "What Motivates Civil Service Employees1 11 Public Personnel R.eview, XXXI (January, 1970), 48-50.

Shaw, Archibald E. liThe Measu!'8 of Quality," Overview, 3:11, January, lq62.

Ste:ffensen, James p. staff Personnel Adrntnistration, Department of Health, Education, and Welfare, Bulletin 1963, Number 6. Washin~ton: Government Printin~ Office, 1963.

Suman, ~ohn R. Growin~ a Good Executive Crop. New York: Standard Oil COMoany,-r963.

APPENDIX

APPENDIX

PLAN FOR A STAFF DEVELOPMENT PROGRAM

I. POLICY

The School System recognizes that

development and training of staff members are vital to

economicsl and efficient operations and to immediate and

long range objectives of this school system. To this end,

the school administration:

1. Encoura~es staff members at all levels to seek

training and development needed for improvement of work

performance and job potential.

2. Provides, though in-service and outside sources,

management and supervisory development for those employees

in a supervisory caoacity.

3. Provides, tor all new statt members, orientation

outlining the history, mission, goals, and operation of the

school system.

4. Provides "skills development opportunit~e. and

in-service training for all starf members.

5. Provide. in-service and outside trainin~ tor

technical and protessional stafr members to increase their

competency.

6. Provides tinancial support, to the extent f'unds

79

are available, for staff members to pursue academic studies

which will inorease their effectiveness.

7. Provides development opoortunities to all staff

members on the basis of job needs, regardless of oolor,

race, religion, or sex.

II. OBJECTIVES

The overall objectives of the • School

System Staff Development Program arel

1. To provide staff members with potential an

opportunity to improve their job performance and develop

new skills.

2. To provide the school system with a reservoir of

personnel capable ot assuming more responsible duties.

III. SCOPE OF THE PROGRAM

The staft development program involves planned training

and experience to increase staft member skills, knowledge,

and abilities in the performanoe of official du ties. The

program may include suoh activities as the following:

1. Orientation to the school's history, mission,

goals, and operations.

2. Varied work assignmenta inside and outside the

staft member's work area.

3. Assignments involving supervision and administration.

80

4. Required attendance at staff meeting$, comndttee

participation, and field trips.

S. Formal in-service training.

6. Training exchanges with other school systems.

7. Undergraduate and graduate academic training.

Staff development in all occupational areas is

encoura~ed. Opportunities exist in the following broad

categoriesl

1. Professional, Bcientific, and technical.

2. Managerial and supervisory.

3. Administrative.

IV. RESPONSIBILITIES

Responsibilities for the organization and admInistra­

tion of the School System Staff Development

Pro~ram are established as fol1owss

1. The Starf Development Commdttee is responsible for

making recommendations to the Superintendent of Schools that

will assure the continuing growth and development of all

staff members throughout their careers in the school system.

The committee will make policy recommendations in such areas

as promotion, coordination, evaluation, and overall direction

of the School System Staff Development

ProFram. This committee consists of the Assistant Superin­

tendent for Instruction, Chairman. Chief, Office of

81

Curriculum Development; ChIef, Office of Staff Development;

and representatives from offices and areas of instruction to

be desi~nated by the Superintendent of Schools. A member

of the Office of Statt Development will serve as Executive

Secretary. Periodic reports on the program will be made

by the committee to the Superintendent of Schools. The

committee is responsible tor approving individual staft

development plans and applications for education and

traininR that involve tinancial expenditure by the school

system, statt member absence trom duties for longer than

one week, and attendance at non-school system sponsored

activities. The comadttee is also responsible for making

reoommendations for improvement of the program based an

continual reviews ot it.

2. Administrators and supervisors are responsible tor

administering the program. This responsibility includes.

a. Being thoroughly tm1liar with the policy,

objectives, and Icope ot the program.

b. Keepin~ the Statt Development Committee advised

of problema in developing and administering the program.

c. Encouraging statf members to participate in

the program.

d. Counseling staft m_bers on the program.

e. Informing staff members of training and

development opportunities available to them.

82

f. Recommending approval of staff development

plans and training and development applications Bubmitted to

the Staff Development OoDBdttee.

g. Selecting and assigning staff members to

appropriate in-servioe training opportunities.

h. Insuring that development activities completed

by staff members are reported to the Staff Development Office.

i. Reviewing and updating staff member development

plans annually no later than Ootober 15 of each year.

3. Staff members are responsible for initiating a

self development plan whioh inclUde. establishing immediate

and lonF r&nge development needs, investiFating where

training may be obtained, and discussing staft development

plans with their supervisors. Staff members should keep their

personnel records c~rrent by reporting to the Staff Development

Office any completed training and development activities taken

at their own expense on their own time that is not reported

through their supervisors.

4. Supervisors and staft members are res~on8ible tor

seeking assistance from administrators and the Staft

Development Office when resources beyond their level are

needed.

5. The Staff Development Office's responsibilities

include:

a. Coordinating and evaluating the total program.

83

b. Conduoting 8urveys to identity staff develop­

ment and training need8.

c. Developing plan8 to meet identified needl.

d. Coordinating courses, workshops, seminars, and

study groups conducted in the various areas of the 8chool

system.

e. Maintaining files of individual development

plans.

f. Perf01'lfting Itaff work in administering

apulicationa for various develop.ent aotivitie••

g. Notifying staff .ember. ot appx-oval or

disapproval of development applications.

h. Recording all development activities completed

by staff members.

i. Conducting courses in orientation, superVision,

and other courses aa determined by the Starf Development

Committee.

V. EVALUATION OF THE PROGRAM

The School System Staff Development

Program will be evaluated as tollowsl

1. Evaluation of staff development activities completed

by their start members is the responsibility of supervisors.

2. Evaluation of the total program is the responsibility

of the Staft Development Oomndttee and is accomplished as

84 follows I

a. Determination of training and development needs.

A comprehensive program is established annually to insure

that needs are being identified and evaluated. The Office

of Staff Development will, through surveys, interviews, and

staff visits, assist in the identification and evaluation

process.

b. Orientation. A comprehensive proFram for

orientation is maintained and the Office of Staff Develop­

ment will conduct appropriate evaluation procedures to

insure its effectiveness.

c. Technical and professional development. Super­

visors and staff members are surveyed by questionnaire each

year to determine quality of development activities

conducted.

d. Supervisory and management development. A

three phase evaluation procedure is used for supervisory

and management development -- a pre and post evaluation by

the immediate supervisor and a post evaluation by the

student. An annual survey questionnaire and interview of

all supervisors and administrators will also be used to

evaluate the effectiveness of this development activity.

VI. PROCEDURES

Stafr members are encouraged to discuss staff

85 development plans with their immediate supervisors. Super­

visors may consult the Office of Staff Development for

assistance in any phase ot the proFram. When the staft

member and his superyilOr agree on a development plan, the

procedures arel

1. Applioation.

The staff member will complete Part I of Fo~ ..........., Application and Appraisal (Exhibit 1), describing what he

considers to be a realiatic program to increase efficiency

in his present position and to alsume greater responsibili ­

ties. Three copies of the form should be submitted to his

immediate superYisor.

2. Appraisal.

Each applioation will be evaluated by ~roup or

individual appraisal. Eaoh method of appraisal identifies

the ways in which the staff member can best realize his and

the school system's long range Objectives. Administrators

will determine the type of appraisal to be used. The

succesa of the staff deYelopment plan depends to a great

extent upon the effectiYeness with which the appraisal

phase is accomplished. The appraisal evaluates the

applicant's total potential and performance. On the basis

of the appraisal, the supervisor and the apnraisal panel will

work with the staff .ember in establishing his development

plan. Part II of Form will be completed by the staff

86

member's supervisor during the appraisal phase.

a. Group Appraisal.

When the group appraisal is used, the Staff

Development Committee will recommend the composition ot the

apPraisal panel which must include the stafr member's

immediate supervisor and at least two other individuals

senior in rank to the statf member.

(I) Each member of the panel should be

familiar with the statt member's job performance, personnel

records, and goals.

(2) Eaoh member of the panel will review the

plan proposed by the staft member.

(3) The panel will review the staff member's

job performance, try to identity his strengths and weak­

nesses, and will oonsider the statt member's own

development effopts.

(4) Atter careful evaluation and documentation

on Part II of Fo~ , the panel will recommend approval-or disapproval of the Itaft ...ber's plan or propose a

modification of the plan. It moditication is proposed, it

will be worked out through consultation of the statf member

with the appraisal panel.

(5) Two copies ot the tinal plan will be

forwarded to the Staft Development Committee. One copy or

the plan is retained by the statf member's immediate

I!87

supervisor.

b. Individual Appraisal.

When the individual appraisal method is used,

the immediate supervisor of the starr member will follow

the same steps that the panel uses in the group appraisal

method.

3. Review and approval or individual plan.

Upon receipt of the individual development plan,

the Stafr Developaent ~ommitt.e will:

a. Review the plan.

b. Return the plan to the staff 18ember' s

immediate supervisor if modification is necessary.

c. Approv. the plan it no modification is necessary

and retum one aJ'P,roved copy to the 1Dmedi ate supervi Bor ot

the statt member concerned.

d. Retain one approved copy ot the individual

plan for tiling in the Ottice of Staft Development.

4. Requests tor training and development.

Staff members or their supervisors may initiate

requests tor attendanoe at development activities by sending

a memorandum to the Otrice ot Statt Development. The

memorandum will cite the tollowing information'

a. Name, position, oftice address and telephone

of statr member.

b. Title, location, date, and cost of training

88

activi ty.

c. Justification for attendance.

d. Approval of supervisor if activity is

conducted within the Bchool system.

e. Recommendation for approval by supervisor if

activity requires expenditure of school funds, requires

absence of staff member from duties for longer than one

week, or is conducted off the school premises.

f. State.ent that attendance at the activity is

part of the staff member's development plan. If not part

of the plan, explain recomraendation for attendance.

The Office of Staff Development will coordinate all

requests for training and development. Staff members will

be advised through their supervisors that attendance is

approved or disapproved. If requests involve school tunds

expenditure, duty time away from the job for more than one

week, or off-site activity they will be referred to the

Staff Development Committee for approval. The Office of

Staff Development will adv.1se the staff member through his

supervisor of action taken by the committee.

5. Evaluation of training and development activities.

Upon completion of the staff development activity,

the staff member will make an evaluation of the activity

by memorandum through his supervisor to the Office of

Staff Development. The memorandum will include such items

89

as:

a. Title, date, and location of the activity.

b. B~ief desc~iption of the activity's content.

c. An evaluation of the relationship of the

activity to the starr member's duties.

d. An evaluation or the construction, p~cedures,

methods, equipment, facilities, and instruction involved

in the activity.

e. An evalu~tion as to the worth of conducting

future similar activities and of the value of sendin~ other

starf members to such activities.

The supervisor will be ~equi~ed to make an

evaluation of the starr msmber and the effect of the

development activity on his performance. If the develop­

ment actiVity involves 8uper¥isory training, the supervisor

will make a pre and post p.~rormance evaluation of the

starf membe~ involved. Evaluations will be submitted as

a memorandum to the otfice or Starf Development. All

evaluations will be riled with the starf development plan

for the starf member involved.

--------

90

APPLICATION AND APPRAISAL

SCHOOL SYSTEM DEVELOPMENT PLAN

PART I

(To be completed by applicant)

Name I Title: Location:

Education: Bachelor (Major): Master (Major) I

Doctor (Ma jor): Other (Major):

1. Education or TraininF Since Employed bySchool System? ------- ­

2. Special Honora or Awards (Describe):

3. In what area of your present poai tion do you feel you need improvement?

4. How can this need tOl" improvement be met?

5. What do you believe to be your greatest need for future development?

6. How can this need tor tuture development best be met?

Date SIgnature

Exhibit 1. Page 1

91

PART II

(To be completed by Immediate Supervisor or Appraisal Panel)

Instructions I The information needed to complete this record will be developed during the appraisal phase by Immediate Supervisor or the Panel. The staff member's supervisor will document the information, obtain appropriate signatures, and forward to the Staff Development Committee.

7. Qualifications I List outstanding qualifications (ability to get along with people, ability to write or speakeffectively, knowledge of subjects, initiative, etc.)

8. PerformanceS

a. List examples of above average performance in oresent position.

b. List examples ot below average performance in present position.

9. Plans for improvement in present positions

10. Plans for tuture utilization!

11. Plans for development tor tuture assignments:

12. Proposed Plan - Beginning dates

ApproXimate ending date'

Exhibit 1, Page 2

92

APPRAISAL MADE BY

Immediate Supervisor : ---:-----Ti t Ie s Date : _

Sip:naturtll

Panel Member:_....._--:- Ti tIe % Da t e ' _ SIFmatu.rfl

Panel Member :-"'X"lI' ~----'.Ti tIe 1 D.ate % _

SIgnature

Panel Action: Approved:----- Disapproveds__..... _

If disapproved, give reason:

ACTION OF STAFF DEVELOPMENT COMMITTEE

Approveds .....__

Disapproved:.......... _

Returned for modification:------ ­If disapproved or returned for modificatio~, give reasons

Comments s

Chairman, Starf Development Committee

Date

Exhibit 1, Pa~e 3